Life Cycle Flashcards
Bowlby attachment styles
- Secure (almost 2/3 of infants in the developed world)
- Anxious-ambivalent (preoccupied)
- Anxious-avoidant (dismissing)
Holding environment
In the relationship of the environment, kids have several basic needs
- Attachment
- Responsive balance of stimulation and soothing
- Separation and individuation through exploration
- Self-determined activity
Piaget Birth to age 2
Sensorimotor
Link movement with senses
Piaget 2-6
Preoperational
language to structure memory
magical thinking
Piaget 6-11
concrete operational - start using rational thought but need to see it and touch it
Piaget adulthood
formal operational - think through things that they cant see
Schema
a general framework that provides a model for understanding some aspect of the world
Assimilation
making new information fit into existing schemata
Accomodation
changing existing schemata in light of new info
Equilibrium
Back and forth process of experiencing the world and adjusting understanding is
Infancy - major task
to learn trust through appropriate and attuned responsiveness leading to a secure attachment
Neurological Development
Critical factor in accomplishing developmental tasks
Primary psychological task
to establish a secure attachment to one person leading to basic trust
The orchid hypothesis
Constitutionally based individual differences in emotional, motor, and attentional reactivity and self-regulation
The big 5
neuroticism extraversion openness to experience agreeableness conscientiousness
Sensitive and attuned parenting in creating a secure attachment requires caregiver to
Be aware of baby signals
Accurately interpret baby signal
Respond appropriately
Respond promptly
As a result of sensitive and attuned parenting, infants
cry less
develop a wider repertoire of communication
are more obedient to the commands of the mother
Stranger Anxiety
begins 6/8 - peaks 10/14
Distress with unfamiliar person indicates good development
Stranger anxiety requires
ability to remember mothers face
compare it with another face
realize the difference
realize mother is not there
Transitional object
An object to which a child forms an attachment, and aids in the development of the capacity of self-soother
Toddler 18-3 years
self assertion and increased bodily control and self regulation
Toddlers and preschoolers in your office
talk about it make a book answer questions do it by proxy with doll or stuff animal be honest
Connecting with small children
introduce yourself talk directly to the child find something to comment on let them try a tool if you have one tell them what youre going to do before doing it stickers or hand stamps are good
Sex differences
biological
Gender differences
cultural differences in the bx and roles of males and females
Erikson Birth - 1 year
Trust vs. Mistrust
Erikson 1-3
Autonomy vs Shame and Doubt
independence and self assertion - I do it
Capacity to say no
Erikson 3-5
Initative vs. Guilt
Beginning to confrom to societal expectations
begin to see self as member of community
Erikson 5 - 11
Industry vs. Inferiority
marked increase in comparison to others
deevlop self esteem
Eriksn 11-21
Identity vs Role Confusion
who am I
Eploration and commitment
Difficult - high baseline rates of emotional distress
Erikson 21-40
Intimacy vs Isolation
young adulthood
ned to find commitment and deep lasting emotionally intimiate relationships
Erikson 40-60
Generativity vs. Stagnation Raise the next generation
capacity to contribute meaningfully in the world
Erikson 60-death
Integrity vs. Despair
review of life and make sense and meaning of it
Classical Conditioning
Conditioning of involuntary responses
Pavlov dogs footsteps came to be associated with food leading to salivation in response to footsteps
Operant Conditioning
Condiitioning of voluntary behavior
reinforcement will always make a bx more likely
Punishment will always make a bx less likely
Zone of proximal developemnt
the level of skills that a learner can accomplish with the help from someone else
ADHD
symptoms start before age 12 and are present in more than 1 setting
occurs in 5% OF CHILDREN AND 2.5% OF ADULTS
Symptoms of ADHD
Carelessness Difficulty concentrating Not listening Failure to complete tasks Difficulty organizing tasks Avoidance of tasks that require sustained effort Frequently losing items Forgetfulness
Consequences of ADHD
reduced school performance social rejection inc neg interactions reduced occupational performance elevated risk of conduct disorder elevated substance use elevated risk of injury
strategies for working with kids with ADHD
stay calm dontpersonalize misbehavior or attribute it Focus on strengths be persistent offer clear strcuture focus on reqards rather than punishements offer quiet environment channel child's need to move
Autism Spectrum Disorder
Inability to engage in normal covnersation
Reduced sharing of interests and emotions
Deficits in nonverbal communication
Deficits in devleoping and understadning relationships
Strategies for working with kids with ASD
focus on pos reinforcement break task into small steps pick goals that are manageable be consistent be aware of emotions create visuals validate feelings offer low stimulus enivornment ignore challening bx give choices with parameters Use positive language
Cerebral Palsy
imapiremnt in areas of brain that control motor function
Heterogenous group of non progressive disroders
Wide range of severity from mild to severe
might be weakness or stiffnes/spasticity
Kohlberg Level 1
Preconventional
Stage 1 = heteronomous morality (end of preschool)
Stage 2 = instrumental morality (7-8)
Kohlberg Level 2
Conventional
Stage 3 = good child moratlity (10-11)
Stage 4 = law and order mentality (adolescence to early 20s)
Kohlberg level 3
postconventional
Stage 5 = social contract reasonging
Stage 6 = universal practices
Gilligan critique
all participants were male
G argued that women tend to reason more out of morality and care whcih is in the lower stages
subsequent research shows no differences
Early adolescence
10-13 quest for autonomy from family period of testing authority body image issues are common anxiety about body issue little impulse control - want quick gratification
Middle adolescence
14-17 less interested in parents and more interested in peers conformity with peer group attractvieness to peers is major concern reasoning begins to develop
Late adolescence
17-21 relationships with parents are renegotiated and typically improve values mirror that of family peer values are less important body image is realistic
Parenting ways to optimize adolescent outcomes
clear standards
firm but not coercive
consistent discipline
explain basis for decisions
No exploration, no commitment
identiy diffusion
exploration and no commitment
moratorium
no exploration and commitment
foreclosure
Exploration and commitment
identity achievment (56% by age 24
Heterosexism
prejudice against individuals and groups who display non heterosexual behaviors or identities
Facets of job satisfaction
work itself compensation promotions supervision coworkers
Job characteristics model
skill variety task identity task significance autonomy feedback
Job satisfaction is correlated with
longevity
moderately with work performance
Job dissatisfaction is correlated with
turnover
lack of career development within the organization
Burnout is likely to occur when
workload demands exceed one's capacity responsibility for outcomes are not matched by authority to influence those outcomes lack of pay or other recognition lack of interpersonal support workplace is unfair conflict of values
What doesnt change with aging
need for community
presence of emotion
personality
What does change with aging
social networks diminish in number
senses dim
negative emotions become less frequent
self regulation improves; physical reserves decline
meaningful activities are prioritized more
Factors that can complicate grief
highly conflicted or dependent relationships with the deceased sudden violent death or traumatic death death of a child multiple losses in short period Ambiguous deaths (abducted children) Stigmatized deaths (suicide, AIDS) Hx of depression or psychiatric illness Hx of trauma or unresolved loss Lack of social support
What to do when you are seeing someone who is grieving
acknowledge the loss
try to understand what they are feeling and validate their feelings
Invite the person to share about the person
Avoid trying to fix the problem - just listen
Offer resources
Avoid saying to let go
